The role of information graphics in mathematical proficiency
Carmel M. Diezmann, Tom J. Lowrie · QUT ePrints (Queensland University of Technology) · 2008
There is scant research on the role of graphics in students ’ mathematical performance. This paper distinguishes between the contextual and informational roles of graphics and provides an overview of the types of information graphics. It also presents findings from a new mathematics instrument that has been used to quantitatively and qualitatively assess students ’ performance on information graphics. Key findings using this instrument have provided insights into age, gender and item effects on performance, and difficulties that students experience interpreting graphics. The development of a mathematically literate populace is a key goal for educators: (Mathematical literacy) is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgements and to engage in mathematics, in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen. (OECD, 2003) Hence, students need to become proficient in interpreting information graphics (e.g., graphs, tables, maps) because such graphics are used to manage, communicate, and analyse information (Harris, 1996). Information graphics are distinct from contextual graphics in that they represent mathematical information that supplements rather than complements the text or symbolic expression. For example, in Figure 1, the picture of the scales complements the text but contributes no mathematical information. In contrast in Figure